Graphic Design That Works - DevCamp 2015
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This session was delivered at Learning DevCamp 2015 in Salt Lake City Utah.
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Graphic Design That Works - DevCamp 2015
- 1. GRAPHIC DESIGN THAT WORKS! Practical Principles for Learning & Communication Meg Fairchild, TorranceLearning B105, Learning DevCamp 2015
- 2. USE VISUAL COMMUNICATION FOR MEANING Visuals carry a heavy load when learning… especially when learning in a second language. Visuals provide extra context and immersive engagement. Learning = making mental connections
- 3. GESTALT Five rules to think about when designing your elearning
- 4. GESTALT VISUAL PROCESSING PRINCIPLES Law of Proximity: Put things that go together…together. Law of Common Fate: Things that move together in the same direction are part of the same group. Law of Similarity: We group things with common properties. Law of Continuity: We continue a pattern beyond its ending. Law of Closure: We will fill in the gaps to complete a shape.
- 5. GESTALT PRINCIPLES AT WORK Law of Proximity: Put things that go together…together. (And keep things that don’t go together…separate.)
- 6. GESTALT PRINCIPLES AT WORK Law of Common Fate: Things that move together in the same direction are part of the same group.
- 7. GESTALT PRINCIPLES AT WORK Law of Similarity: We group things with common properties.
- 8. GESTALT PRINCIPLES AT WORK Law of Continuity: We continue a pattern beyond its ending. From: http://digital-photography-school.com/ using-tight-framing-to-create-a-sense-of-infinity
- 9. GESTALT PRINCIPLES AT WORK Law of Closure: We will fill in the gaps to complete a shape.
- 10. CRAP Four principles to help remember how to NOT make crappy designs
- 12. CONTRAST
- 13. REPETITION Size, Shape, Color Family Shape, Color Color
- 14. REPETITION
- 15. ALIGNMENT
- 16. ALIGNMENT
- 17. PROXIMITY
- 18. PROXIMITY
- 19. ELEARNING DESIGN These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008
- 20. PRINCIPLES FOR USING VISUALS IN ELEARNING These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008 MULTIMEDIA PRINCIPLE We learn better from words and pictures than from words alone.
- 21. Hot Extrusion Process for Cereal Here’s how hot cereal extrusion works. Ingredients such as soy, rice, wheat, and other grains, are fed into the live bin. This extruder has a preconditioner, which is a mixer which mixes or preconditions the flour or blend with steam, water and or malt. The preconditioner speeds up the cooking process by partially cooking the product before it hits the extruder barrel. This can increase throughputs, and can give the product different attributes in texture and appearance. The material is then passed to the Extruder barrel. Here it is forced through long screws that raise the temperature and pressure on the material to cook it and eventually give it its “puff” when it emerges. It’s forced through a die at the end of the Extruder barrel, giving the product its shape. After this, it’s cut into pieces. The product is then dried and packaged. At the end of the line, you can see finished, “wet” product coming off the conveyor.
- 23. PRINCIPLES FOR USING VISUALS IN ELEARNING MULTIMEDIA PRINCIPLE COHERENCE PRINCIPLE We learn better when extraneous material is excluded rather than included. These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008
- 26. PRINCIPLES FOR USING VISUALS IN ELEARNING MULTIMEDIA PRINCIPLE COHERENCE PRINCIPLE These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008 MODALITY PRINCIPLE We learn better from animation and narration than from animation and on-screen text.
- 28. PRINCIPLES FOR USING VISUALS IN ELEARNING MULTIMEDIA PRINCIPLE COHERENCE PRINCIPLE MODALITY PRINCIPLE These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008 SPATIAL CONTIGUITY PRINCIPLE We learn better when corresponding words and pictures are presented near to each other rather than far from each on the page and screen.
- 29. PRINCIPLES FOR USING VISUALS IN ELEARNING
- 30. PRINCIPLES FOR USING VISUALS IN ELEARNING MULTIMEDIA PRINCIPLE COHERENCE PRINCIPLE MODALITY PRINCIPLE SPATIAL CONTIGUITY PRINCIPLE TEMPORAL CONTIGUITY PRINCIPLE We learn better when corresponding words and pictures are presented simultaneously rather than successively. These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008
- 32. EVERYTHING MATTERS Everything conveys meaning. Everything matters. If there’s no graphic to support it, don’t use one. Use text instead. Or nothing. This graphic adds no meaning to the slide!
Editor's Notes
- In the 1960s, neuropsychology research into visual processing lead to a number of principles now widely adopted by graphic designers and other visual communicators.
- Let’s look at just one of those principles to see what I mean here.
- Example is from Michigan NeuroSport Concussion Education for High School Sports Coaches, University of Michigan
- Use grids >>and guides. Use the alignment tools to align and distribute your elements.
- More recently a number of authors – from neuropsychology and from elearning worlds – have taken the gestalt design principles to the next level and we have a series of science-based elearning principles that we work with today. These principles are from e-Learning and the Science of Instruction by Ruth Colvin Clark & Richard E. Mayer, 2008
- Example from Kerry Ingredients & Flavours, Hot Extruded Pieces
- Example from Kerry Ingredients & Flavours, Hot Extruded Pieces
- Source: www.m-w.com
- Source: www.m-w.com
- Example is from Dow Chemical Company, Pricing Strategies
- Clark & Mayer recommend using graphics and text: "The rationale for our recommendation is that people are more likely to understand material when they can engage in active learning -- that is, when they engage in relevant cognitive processing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation, and mentally integrating the material with their existing knowledge. Multimedia presentations can encourage learners to engage in active learning by mentally representing the material in words and in pictures and by mentally making connections between the pictorial and verbal representations. In contrast, presenting words alone may encourage learners -- especially those with less experience or expertise -- to engage in shallow learning, such as not connecting the words with other knowledge."